The goal of the research is to investigate the special effect of ovarian-menstrual cycle phases on the level of women’s blood pressure and characteristics of Mayer waves. 77 women aged 18-19 were tested under condition close to the state of basal metabolism in follicular phase (I), ovulation (II) and luteal phase (III) of ovarian-menstrual cycle. In phases II and III, the increase of mean and diastolic blood pressure level, in comparison with phase I in the prone position at rest and with psycho-emotional loading, were observed. The distinctions between variation parameters of R-R interval duration, stroke volume and its synchronization in phases II and III, in comparison with phase I, were observed in the prone position at rest, during tilt-test and with psycho-emotional loading. The substantial level of relationship between the power of Mayer waves and mean and diastolic blood pressure, mainly in phase I under conditions of all types, is observed. The maximum peak amplitude of stroke volume spectrogram is associated with pressure levels in the range of 0.04-0.15 Hz (ρ from -0.33 to -0.64). The obtained results indicate the possible participation of spontaneous baroreflex sensitivity characteristics in keeping blood pressure level in women.

Seventy seven women with 17-19 years of age examined central hemodynamics and its wave structure at rest, with orthopedic and psychoemotional load in different phases of the ovarian cycle (OC). It was established that in the luteal phase of the OC in the lying position, the blood pressure was higher than in other phases. In orthoprost in the luteal phase, in comparison with other phases, the growth of cardiac rhythm wave strength in the range of 0.04-0.15 Hz is observed, their concentration and connection with oscillations of the shock volume of blood, and the leveling of differences in blood pressure levels. The involvement of spontaneous baro-reflex sensitivity of the studied states and reactions is discussed.

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У статті визначено значущість навчально-дослідницької діяльності майбутніх учителів біології в теорії та практиці їх професійної підготовки; наведено конкретні приклади такої діяльності. Показана роль і можливості кабінету біології Нової української школи. Подано опис диференційованих за змістом завдань, які сприяють формуванню навчально-дослідницьких навичок у процесі виконання лабораторних робіт з зоології.  Показані можливості інтеграції сучасних педагогічних технологій з інформаційно комунікаційними шляхом створення веб-квестів з детальним покроковим описом процесу виконання всіх завдань.

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